Conceptual Thinking for Artistic Development of Special Needs Students

Presentation Type

Oral and/or Visual Presentation

Presenter Major(s)

Art - Studio Art, Art Education

Mentor Information

Katalin Zaszlavik

Department

Art and Design

Location

Kirkhof Center 2259

Start Date

10-4-2013 12:00 AM

End Date

10-4-2013 12:00 AM

Keywords

Arts, Changing Ideas/Changing Worlds, Creativity/ Innovation, Environment, Freedom and Control, Identity

Abstract

GVSU Art Education students prepared and taught studio art projects to visiting special needs students. In Winter 2013 the project focused on three themes: Storytelling, Emotion and Transition. Visiting students completed a worksheet to generate ideas for the projects beforehand and at the time of the visit. During each lesson they learned new art techniques and transferred their plan into a completed art work. The GVSU students applied their knowledge and research skills through a) preparation of the projects, b) creative problem solving, c) collaboration with special needs students, d) action research. From reflective writing and visual documentation the presentation will share findings of how this non-traditional teaching practice can be applied in a K-8 classroom. It advocates for the educational benefit of art and art-making in the development of a student with special needs.

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Apr 10th, 12:00 AM Apr 10th, 12:00 AM

Conceptual Thinking for Artistic Development of Special Needs Students

Kirkhof Center 2259

GVSU Art Education students prepared and taught studio art projects to visiting special needs students. In Winter 2013 the project focused on three themes: Storytelling, Emotion and Transition. Visiting students completed a worksheet to generate ideas for the projects beforehand and at the time of the visit. During each lesson they learned new art techniques and transferred their plan into a completed art work. The GVSU students applied their knowledge and research skills through a) preparation of the projects, b) creative problem solving, c) collaboration with special needs students, d) action research. From reflective writing and visual documentation the presentation will share findings of how this non-traditional teaching practice can be applied in a K-8 classroom. It advocates for the educational benefit of art and art-making in the development of a student with special needs.